Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training
Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in...
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| Veröffentlicht in: | Education & treatment of children 2019-08, Vol.42 (3), p.295-320 |
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| creator | Hatzenbuhler, Elizabeth G. Molteni, John D. Axe, Judah B. |
| description | Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills. |
| doi_str_mv | 10.1353/etc.2019.0014 |
| format | Article |
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The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills.</description><identifier>ISSN: 0748-8491</identifier><identifier>ISSN: 1934-8924</identifier><identifier>EISSN: 1934-8924</identifier><identifier>DOI: 10.1353/etc.2019.0014</identifier><language>eng</language><publisher>New York: West Virginia University Press</publisher><subject>Applied Behavior Analysis ; Autism ; Autistic children ; Behavior modification ; Children ; Children & youth ; Communication ; Developmental disabilities ; Education ; Educational Environment ; Educational research ; Elementary Schools ; EXPERIMENTAL STUDIES ; Feedback (Response) ; Graduate Students ; Instructional Effectiveness ; Intellectual disabilities ; Intervention ; Language ; Language Acquisition ; Language Skills ; Methods ; Moderate Intellectual Disability ; Multitrait-multimethod matrix ; Peer Teaching ; Peer-group tutoring of students ; Peers ; Pervasive Developmental Disorders ; Preschool Children ; Psychological aspects ; Public Schools ; Receptive Language ; Social skills ; Teaching ; Teaching Methods ; Teaching Skills ; Training</subject><ispartof>Education & treatment of children, 2019-08, Vol.42 (3), p.295-320</ispartof><rights>Copyright © West Virginia University Press</rights><rights>COPYRIGHT 2019 West Virginia University Press, University of West Virginia</rights><rights>COPYRIGHT 2019 West Virginia University Press, University of West Virginia</rights><rights>Copyright West Virginia University Press Aug 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c526t-84ff82a8f0e101cde70c8273ec6e2f0bc166eeffd044720b8c70ffc2538809043</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26736478$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26736478$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1220333$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hatzenbuhler, Elizabeth G.</creatorcontrib><creatorcontrib>Molteni, John D.</creatorcontrib><creatorcontrib>Axe, Judah B.</creatorcontrib><title>Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training</title><title>Education & treatment of children</title><addtitle>Education & Treatment of Children</addtitle><description>Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills.</description><subject>Applied Behavior Analysis</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Behavior modification</subject><subject>Children</subject><subject>Children & youth</subject><subject>Communication</subject><subject>Developmental disabilities</subject><subject>Education</subject><subject>Educational Environment</subject><subject>Educational research</subject><subject>Elementary Schools</subject><subject>EXPERIMENTAL STUDIES</subject><subject>Feedback (Response)</subject><subject>Graduate Students</subject><subject>Instructional Effectiveness</subject><subject>Intellectual disabilities</subject><subject>Intervention</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language Skills</subject><subject>Methods</subject><subject>Moderate Intellectual 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The 4x4 matrix in this study was comprised of 16 character-action pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills.</abstract><cop>New York</cop><pub>West Virginia University Press</pub><doi>10.1353/etc.2019.0014</doi><tpages>26</tpages></addata></record> |
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| ispartof | Education & treatment of children, 2019-08, Vol.42 (3), p.295-320 |
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| source | Jstor Complete Legacy; EBSCOhost Education Source |
| subjects | Applied Behavior Analysis Autism Autistic children Behavior modification Children Children & youth Communication Developmental disabilities Education Educational Environment Educational research Elementary Schools EXPERIMENTAL STUDIES Feedback (Response) Graduate Students Instructional Effectiveness Intellectual disabilities Intervention Language Language Acquisition Language Skills Methods Moderate Intellectual Disability Multitrait-multimethod matrix Peer Teaching Peer-group tutoring of students Peers Pervasive Developmental Disorders Preschool Children Psychological aspects Public Schools Receptive Language Social skills Teaching Teaching Methods Teaching Skills Training |
| title | Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training |
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